Intersections between Music Education and Music Therapy: Education Reform, Arts Education, Exceptionality, and Policy at the Local Level

Autor/inn/en	Salvador, Karen; Pasiali, Varvara
Titel	Intersections between Music Education and Music Therapy: Education Reform, Arts Education, Exceptionality, and Policy at the Local Level
Quelle	In: Arts Education Policy Review, 118 (2017) 2, S.93-103 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2015.1060553
Schlagwörter	Music Therapy; Music Education; Special Education; Educational Change; Art Education; Music Teachers; Teacher Education; Allied Health Personnel; Severe Disabilities; Faculty Development; Special Needs Students; Elementary School Teachers; Self Contained Classrooms; Art Teachers; Individualized Education Programs + Suchen Sie Ihr Suchwort? Musiktherapie; Musikerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsreform; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Music; Teacher; Teachers; Musiklehrer; Lehrerausbildung; Lehrerbildung; Severe disability; Schwerbehinderung; Sonderpädagogischer Förderbedarf; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Art teacher; Kunsterzieher; Kunsterzieherin; Individualized education program; Individualisierendes Lernen
Abstract	In this article, a music teacher educator and a music therapy clinician and educator discuss special education policy and arts instruction at the district level. To illustrate the gulf between federal and local policies with regard to exceptional learners and arts instruction, we examine the intersections of music therapy and music education with regard to self-contained classes of students with moderate to severe disabilities. Our discussion focuses on provision of services and opportunity to learn, and results in specific policy suggestions, including: (a) increasing administrators' understanding of music therapy, adaptive music education, and music education, so that decisions regarding arts instruction can be better-informed and more child-centered, (b) treating music therapists as allied health professionals who do not need to be certified teachers to practice in schools, and (c) improving initial music teacher preparation and providing opportunities for professional development to increase awareness of necessary information and effective strategies to improve music teaching and learning for students with special needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01